Eliot, Charles William

Latin and the A.B. degree

PUBLICATIONS OF THE GENERAL EDUCATION BOARD

OCCASIONAL PAPERS No. 5

LATIN AND THE A. B, DEGREE

BY

CHARLES W. ELIOT

GENERAL EDUCATION BOARD

61 BROADWAY NEW YORK CITY

1917

THE PUBLICATIONS OF THE GENERAL EDUCATION BOARD

REPORTS:

THE GENERAL EDUCATION BOARD: AN ACCOUNT OF ITS ACTIV- ITIES, 1902-1914. CLOTH, 254 PAGES, WITH 32 FULL-PAGE ILLUSTRATIONS AND 3 I MAPS.

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 1914-1915. CLOTH _AND PAPER, 82 PAGES, WITH 8 MAPS.

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 1915-1916. CLOTH AND PAPER, 86 PAGES, WITH IO MAPS.

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 1916-1917.*

STUDIES:

PUBLIC EDUCATION IN MARYLAND, BY ABRAHAM FLEXNER AND FRANK P. BACHMAN. 2ND EDITION. I?6 PAGES, AND APPEN- DIX, WITH 25 FULL-PAGE ILLUSTRATIONS AND 34 CUTS. THE JUNIOR HIGH SCHOOL, BY THOMAS H. BRIGGS.* THE GARY SCHOOLS, BY MEMBERS OF THE GARY SURVEY STAFF.* COLLEGE AND UNIVERSITY FINANCE, BY TREVOR ARNETT.*

OCCASIONAL PAPERS:

1. THE COUNTRY SCHOOL OF TO-MORROW, BY FREDERICK T.

GATES. PAPER, 15 PAGES.

2. CHANGES NEEDED IN AMERICAN SECONDARY EDUCATION,

BY CHARLES W. ELIOT. PAPER, 29 PAGES.

3. THE MODERN SCHOOL, BY ABRAHAM FLEXNER. PAPER, 23

PAGES.

4. THE FUNCTION AND NEEDS OF SCHOOLS OF EDUCATION IN

UNIVERSITIES AND COLLEGES, BY EDWIN A. ALDERMAN. PAPER, 31 PAGES, WITH APPENDIX.

5- LATIN AND THE A. B. DEGREE, BY CHARLES W. ELIOT. PAPER, 21 PAGES, AND APPENDIX.

6. THE WORTH OF ANCIENT LITERATURE TO THE MODERN

WORLD, BY VISCOUNT BRYCE. PAPER, 2O PAGES.

7. THE POSITIVE CASE FOR LATIN, BY PAUL SHOREY.* • In Preparation.

The REPORTS issued by the Board are official accounts of its ac- tivities and expenditures. The STUD IES represent work in the field of educational investigation and research which the Board has made pos- sible by appropriations defraying all or part of the expense involved. The OCCASIONAL P APERS are essays on matters of current educa- tional discussion, presenting topics of immediate interest from various points of view. In issuing the STUDIES and OCCASIONAL PA- PERS, the Board acts simply as publisher, assuming no responsibility for the opinions of the authors.

The publications of the Board may be obtained on request

LATIN AND THE A.B. DEGREE*

A CONSIDERATION of the expediency of continuing to require some knowledge of Latin on the part of all candi- dates for the degree of Bachelor of Arts is timely; because many changes in respect to this requirement have already been made, and more seem to be imminent.

To exhibit the present state of the question in the secondary schools and the colleges and universities of the United States, the requirements for admission and for graduation with the degree of Bachelor of Arts in seventy-six American colleges and universi- ties have been carefully studied; and the institutions selected have been found to be divisible into five groups based on their require- ments in respect to Latin. The seventy-six institutions include the principal state universities, the principal endowed universities and colleges, and several institutions of different types which stand on the list of colleges accepted by the Carnegie Foundation. A large number of the leading American institutions which confer

"This paper discusses the requirement of Latin for the A.B. degree, and for that degree only. It is important to bear this point in mind. Certain institutions, such as Harvard and the University of Chicago, while requiring some Latin for the A. B. degree, nevertheless, open their facilities and oppor- tunities in the undergraduate department to students who do not offer Latin, such students receiving, instead of the A.B. degree, the degree of S.B. at Harvard, and the degree of Ph.B. or S.B. at Chicago. Within these institu- tions, therefore, the same facilities are open to students who, aiming at the A.B. degree, offer Latin, and to students who, not offering Latin, are willing to accept some other degree. This paper urges the abolition of this distinction; so that a Harvard student or a University of Chicago student who enters without Latin may still receive the A.B. degree, just as he may receive it at Columbia.

On the other hand, there are institutions, such as Yale, where students who do not offer Latin for entrance are admitted only to certain departments — at Yale, the Sheffield Scientific School, v/here they receive the degree of Ph.B.

Still other institutions, Amherst College, for example, do not at present admit any undergraduate students without Latin.

For detailed information in regard to the amount of Latin required for the A.B., Ph.B., and S.B. degrees by the various institutions discussed in the paper, see the tables which are printed in the appendix, pages i-xvii.

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that degree have already ceased to require Latin of candidates for admission to colleges and of candidates for the degree of Bachelor of Arts within the college. The following list of institutions which require no Latin for the A.B. degree contains thirty-eight out of seventy-six selected universities and colleges whose usages in this respect have been carefully examined:

INSTITUTIONS WHICH REQUIRE NO LATIN FOR THE A.B. DEGREE EITHER BEFORE OR AFTER ENTRANCE

BELOIT COLLEGE, Wisconsin UNIVERSITY OF CALIFORNIA

CARLETON COLLEGE, Minn. UNIVERSITY OF COLORADO

COLUMBIA UNIVERSITY, N. Y UNIVERSITY OF ILLINOIS

CORNELL UNIVERSITY, N. Y. UNIVERSITY OF KANSAS

FRANKLIN COLLEGE, Ind. UNIVERSITY OF MAINE

GOUCHER COLLEGE, Md. UNIVERSITY OF MICHIGAN

GRTNNELL COLLEGE, Iowa UNIVERSITY OF MINNESOTA

INDIANA UNIVERSITY, Ind. UNIVERSITY OF NEBRASKA

MIAMI UNIVERSITY, Ohio UNIVERSITY OF NORTH CAROLINA

OHIO STATE UNIVERSITY UNIVERSITY OF OREGON

OHIO UNIVERSITY UNIVERSITY OF SOUTH CAROLINA

POMONA COLLEGE, Cal. UNIVERSITY OF TENNESSEE

REED COLLEGE, Oregon UNIVERSITY OF TEXAS

RIPON COLLEGE, Wisconsin UNIVERSITY or WASHINGTON, Wash.

STANFORD UNIVERSITY, Cal. UNIVERSITY OF WISCONSIN

STATE UNIVERSITY OF IOWA WASHINGTON AND LEE UNIVERSITY, Va.

SWARTHMORE COLLEGE, Pa. WASHINGTON UNIVERSITY, Mo.

TRINITY COLLEGE, N. C. WESTERN RESERVE UNIVERSITY, Ohio

UNIVERSITY OF ARKANSAS WEST VIRGINIA UNIVERSITY

In addition to these institutions which require no knowledge whatever of Latin on the part of candidates for the degree of A.B. the following list contains institutions which require some Latin for admission, but none during the four-year course in college. This list contains nine universities and colleges, — among them such leading institutions as Harvard University and Yale Univer- sity for men, and Wellesley College for women:

INSTITUTIONS WHICH REQUIRE FOR THE A.B. DEGREE SOME LATIN FOR ADMISSION BUT NONE IN COLLEGE

BOWDOIN COLLEGE, Maine HARVARD UNIVERSITY, Mass.

COLORADO COLLEGE, Col. JOHNS HOPKINS UNIVERSITY, Md.

CONNECTICUT COLLEGE FOR WOMEN OBERLIN COLLEGE, Ohio DELAWARE COLLEGE, Del. WELLESLEY COLLEGE, Mass.

YALE UNIVERSITY, Conn.

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Two institutions require no Latin for admission but a small amount of Latin or Greek, during college life:

INSTITUTIONS WHICH REQUIRE NO LATIN FOR ADMISSION BUT SOME IN COLLEGE UNIVERSITY OF MISSOURI UNIVERSITY OF PENNSYLVANIA

These three lists together contain forty-nine out of the seventy- six selected universities and colleges, leaving but twenty-seven which still require some Latin for admission, and some in college. Of these twenty-seven, twenty-two require Latin but no Greek, and five require both Latin and Greek:

INSTITUTIONS WHICH REQUIRE SOME LATIN FOR ADMISSION AND SOME IN COLLEGE

AMHERST COLLEGE, Mass. RANDOLPH-MACON WOMAN'S COL- BROWN UNIVERSITY, R. I. LEGE, Va.

BRYN MAWR COLLEGE, Pa. SMITH COLLEGE, Mass.

COLLEGE OF WILLIAM AND MARY, Va. TRINITY COLLEGE, Conn.

DARTMOUTH COLLEGE, N. H. UNIVERSITY OF ALABAMA

HAVERFORD COLLEGE, Pa. UNIVERSITY OF GEORGIA

HENDRLX COLLEGE, Ark. UNIVERSITY OF VERMONT

KNOX COLLEGE, 111. UNIVERSITY OF VKGINIA

MlDDLEBURY COLLEGE, Vt. VASSAR COLLEGE, N. Y.

MT. HOLYOKE COLLEGE, Mass. WELLS COLLEGE, N. Y.

NORTHWESTERN UNIVERSITY, 111. WESLEYAN UNIVERSITY, Conn. WILLIAMS COLLEGE, Mass.

INSTITUTIONS WHICH REQUIRE BOTH LATIN AND GREEK FOR THE A.B. DEGREE

PRINCETON UNIVERSITY, N. J. UNIVERSITY OF CHICAGO, 111.

UNION COLLEGE, N. Y. UNIVERSITY OF MISSISSD?PI

VANDERBILT UNIVERSITY, Tenn.

Of the institutions in the above list Latin and Greek are re- quired both for admission and in college by Princeton University and Vanderbilt University; the University of Chicago, the Univer- sity of Mississippi and Union College permit entrance on the basis of Latin alone, provided Latin and Greek are both pursued in college.

It appears from this enumeration that, so far as the college course in preparation for the degree of Bachelor of Arts is concerned, Latin has already disappeared as a requirement for that degree hi a decided majority of the institutions included hi the above lists, and that over half of. the institutions whose practices have been examined make no demand on the secondary schools of the country that they teach Latin. The position of the institutions which de-

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mand of candidates for admission some knowledge of Latin, but none during the college course, is anomalous and undoubtedly temporary. At Harvard University, for example, the wide extension of the elec- tive system led to the abandonment many years ago of the require- ment of Latin in college for the degree of Bachelor of Arts. The University was conferring during this period a degree of Bachelor of Science; and candidates for this degree were not required to pre- sent Latin at admission, while within the University itself they, too, had a wide range of choice of subjects and freedom in their choice. Down to 1006, candidates for the degree of Bachelor of Science were registered and catalogued apart from the candidates for the degree of Bachelor of Arts, although both sets of students had really been for some time under the control of the single Faculty of Arts and Sciences. In that year, candidates for the degree of Bachelor of Science were registered and catalogued in Harvard College, and the discipline to which the two sets of stu- dents were subjected became identical; although candidates for the degree of Bachelor of Science naturally chose a larger proportion of scientific subjects during their four years of residence than can- didates for the degree of Bachelor of Arts did. For eleven years, therefore, no distinction in respect to general discipline, social opportunities, or places and conditions of residence has been made at Harvard University between candidates for the degree of Bache- lor of Science and candidates for the degree of Bachelor of Arts. The sole distinction between these two sets of candidates is that candidates for the A.B. must present for admission an amount of Latin represented by the term "three units" — a unit meaning one year of instruction in the preparatory school for four or five hours a week. When Harvard University abolishes the require- ment of three units of admission Lathi from candidates for the de- gree of Bachelor of Arts, there will be no difference between its conditions for the degree of Bachelor of Arts and those for the degree of Bachelor of Science; so that the latter degree may well cease to be conferred. Columbia University has recently taken these steps.

More than twenty of the seventy-six colleges included in the above lists no longer confer the degree of Bachelor of Science or Bachelor of Philosophy, or never did confer either of those degrees; and with rare exceptions the institutions which have conferred or

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are now conferring either of those degrees have not required Latin for admission to candidacy for the S.B. or the Ph.B. Many of them have made foreign language requirements but the presenta- tion of Lathi has almost invariably been optional.

It will be seen in the above lists that most of the state universities require no Latin of candidates for the degree of Bachelor of Arts, either for admission or in college. It is, in general, the endowed colleges which are persisting in the requirement of Latin. The universities bearing a state name which retain a Latin requirement, either for admission or in college, are with one exception universities in southern states. That exception is the University of Vermont which is hardly a state university. The immediate reason that most of the state universities have abandoned all requirements in classical languages for admission is that they desire to maintain close affiliations with the public high schools. Now, public high schools the country over have almost ceased to provide instruction in Greek, and maintain instruction in Latin with increasing diffi- culty. Their pupils are as a rule accepted at the state universities on certificate; and this practice tends to maintain somewhat ulti- mate relations between high schools and these universities. The wishes of principals and local school boards or committees are more regarded by the state universities than they are by the endowed universities and colleges; and the state universities feel and express more sympathy with the serious difficulties which beset public high schools than the endowed institutions do. Nevertheless, the endowed institutions, particularly those that aspire to attract students from all parts of the country, always desire to keep in touch with the public high schools; so that the graduates of those schools can, through a moderate amount of extra study, obtain admission to the endowed institutions of their choice. Behind this immediate reason for dropping Latin requirements, however, lies an increasing sense of their inexpediency in a democracy which wishes to have secondary and higher education as accessible as possible to all competent youth. Some people are furthermore convinced that the Latin requirements are futile; that is, that they do not really promote scholarship or "cultivation" in the youth who have to be forced to comply with them.

Wherever the state university is well developed and is well sup- ported by the legislature, the endowed colleges and universities hi

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the state maintain a difficult competition with the ampler and richer state university; and with some notable exceptions are likely ulti- mately to accept whatever conditions of admission the state uni- versity prescribes. In states in which the state university is weak or not well supported, and in which strong endowed institutions of higher education have been long established, there generally exist, in addition to the high schools, independent secondary schools, often called academies, the management of which has been more conservative than the management of public high schools during the past forty years; but the cooperation between these academies and the endowed colleges is not always as sympathetic and effective as the cooperation between public high schools and state univer- sities. An academy is usually a boarding school as well as a day school; and the old academies receive pupils from all parts of the country, who are often the sons or grandsons of former graduates. Together, the academies exert a strong influence on national secon- dary education, and this influence will surely be in the future, as it has been in the past, a conservative influence insistent on traditional subjects and methods. A similar influence will be ex- erted by the Jesuit colleges and by the boarding schools hi which the Protestant Episcopal Church is strongly interested.

East of the AUeghany mountains, where there are many endowed colleges for men and several for women, the colleges have in the main controlled the requirements for admission to college, and therefore have had a strong influence on the programmes of secon- dary schools, public, private, or endowed. The secondary school has been thought of as primarily a preparatory school for colleges. West of the Alleghanies, the public high school's main function has been to prepare its graduates at eighteen years or thereabouts for various occupations which do not require three or four years more of systematic education. The preparation of a small percentage of its graduates for college or university is a secondary or incidental function. The high school exists for itself, and not for the college. Hence the college or university must accommodate itself to the general policies and needs of the high school, if it is to keep in touch with the mass of the people.

The full or partial adoption of the elective system in the seventy- six institutions of higher education included in the above lists ought to have produced a corresponding, though much more limited,

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introduction of elective subjects into the secondary schools of the country. And indeed it has produced this effect in some measure, but to a greater extent in the public high schools than in the en- dowed academies and private schools. The election introduced into secondary schools has, however, generally been in the form of a choice between distinct courses of instruction running through the four or five years of the secondary school programme, and not a choice among subjects of instruction or studies. Hence the high school pupil has been obliged to decide by the tune he was fourteen years of age whether he would or would not go to college, — a choice which he was generally quite unable to make wisely. The academies, on the other hand, generally provided a programme expressly intended to carry the pupil into college, making some modifications in this regular programme on behalf of pupils who knew already that they were going, not to a college, but to a scien- tific or technical school.

All kinds of secondary schools in the United States have usually been handicapped by the scantiness of their resources, whether pro- vided by public taxation or by endowment. Free election for the pupil by subject costs more than a variety of fixed courses, and the schools have as a rule not had resources adequate to meet this additional cost. Some of the most intelligent and prosperous of American communities, finding it impossible to provide in one programme for the varied wants of the different sorts of pupils who resort to the single high school, have decided to maintain two kinds of high school, one intended to prepare its pupils for college or higher technical school, or for clerical or bookkeeping occupa- tions, and the other — often called a technical high school — in- tended to prepare boys and girls for the industrial and commercial occupations. This new kind of high school, of course, provides no instruction in the ancient languages. The technical or mechanic arts high school is clearly liable to the objection that it requires determination of the future career before the pupil has obtained knowledge of his own powers and tastes.

While these changes of structure and aim have been going on hi the universities, colleges, higher technical schools, and secondary schools, certain new conceptions have obtained a somewhat wide recognition concerning the function of education, and concerning the subjects through the study of which the educated young man

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may make himself most serviceable to the community in his after life, and at the same time procure for himself the best satisfactions in the exercise of his own powers.

In the first place, the idea of the cultivated person, man or woman, has distinctly changed during the past thirty-five years. Cultiva- tion a generation ago meant acquaintance with letters and the fine arts, and some knowledge of at least two languages and litera- tures, and of history. The term cultivation is now much more inclusive. It includes elementary knowledge of the sciences, and it ranks high the subjects of history, government, and economics.

Secondly, when Herbert Spencer seventy years ago said that science was the subject best worth knowing, the schoolmasters and university professors in England paid no attention to his words. The long years of comparative peace, and of active manufacturing and trading which the British Empire since that date enjoyed did something to give practical effect in British education to Spencer's dictum. The present war has demonstrated its truth to all thinking men in Europe and America. It now clearly appears that science is the knowledge best worth having, not only for its direct effects in promoting the material welfare of mankind, but also for its power to strengthen the moral purposes of mankind, to apply its method of accurate observation and inductive reasoning to all inquiries and problems, and to make possible a secure civilization founded on justice, the sanctity of contracts, and good-will.

In the third place, many educators are persuaded that the real objects of education, primary, secondary, or higher, are, first, cultivation of the powers of observation through the senses; secondly, training in recording correctly the accurate observations made, both on paper and in the retentive memory; and, thirdly, training in reasoning justly from the premises thus secured and from cognate facts held in the memory or found in print. As these objects of education are more and more distinctly realized, the subjects of instruction for children, adolescents, and adults, come to be enlarged in number, and some of the new subjects take the place of one or more of the older ones, or at least may wisely be accepted by school and college authorities from some pupils in place of older ones. For example, it has become apparent that free-hand drawing and mechanical drawing give an admirable training to both eye and hand, and provide the youth with an in-

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stfument for recording, describing, and expounding which is com- parable with language, both in increasing individual power and in increasing enjoyment throughout life. Just as every normal child can acquire some skill in language, its own or another, so every normal child can acquire some skill in drawing, and can give satis- factory evidence that it has acquired that skill. It is now beginning to be perceived that a child who has acquired some skill in drawing may be as good material for a high school as a child who has ac- quired some skill in language, and that the high school ought to provide progressive instruction for the pupil who is admitted with skill in drawing quite as much as it should provide means of further instruction for the child who comes in with some skill in language, Latin or other.

The colleges and universities are all providing large means of in- struction in history, government, economics, and business ethics, and are adopting highly concrete and practical methods of teaching not only the new subjects but the old. Both colleges and schools are recognizing that they must teach elaborately not only the litera- tures and philosophies of the past and the present, but also the sciences and arts " which within a hundred years have revolutionized all the industries of the white race, modified profoundly all the po- litical and ethical conceptions of the freedom-loving peoples, and added wonderfully to the productive capacity of Europe and America."*

Some people think that advantageous changes in systematic education begin in the higher institutions and descend to the lower. Others maintain that durable changes are built up from the bottom. The first seems the more probable theory; because new subjects or new methods require a new teacher, and the teacher is the pro- duct of the higher education. Whichever theory be accepted, it is apparent that in practice great changes in the subjects and methods of the higher education have been going on in the United States for more than forty years with increasing impetus and momentum, and that corresponding changes are in progress in the secondary schools.

In order to accommodate the changed schools to the changed colleges, there should be more options in the terms of admission to colleges, and no requirements within the colleges themselves of the

*" Changes Needed in American Secondary Education" by Charles W. Eliot, General Education Board, New York City.

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traditional subjects — Latin, Greek, mathematics, and elementary history and philosophy. With this new freedom for the pupil at school and the student in college, the degree of Bachelor of Arts will be the only one needed to mark the conclusion, somewhere between the twenty-first and twenty-third year of age, of a three- year or four-year course of liberal education superadded to a thorough course in sense- training, scientific reasoning, and memory training given within the secondary school period in any subjects which experience has proved to be suitable for this sort of training.

That Latin should be no longer a requirement for the degree of Bachelor of Arts does not mean that the study of Latin should be given up in either the secondary schools or the colleges. On the contrary, it should unquestionably be retained as an elective college subject, and should be accessible to the pupil in all well-endowed and well-supported secondary schools, public or private. Although the argument for the introduction of new subjects in both school and college is overwhehningly strong, nothing but long experience can fully demonstrate that the new subjects and the new methods are capable of producing as powerful and serviceable men and women as have developed during the regime of the old subjects and methods; and for one generation at least there will be many parents who will prefer that the experiment of omitting Latin be tried on other people's children rather than on their own. The parents that will risk their children hi the new programmes, or in the new elections of study, will be those who have been consciously exposed during their adult lives to the new influences which have been moulding human society during the past hundred years, and who have either gained new strength from the contact, or have perceived that their own education was not well adapted to what has proved to be their mental and moral environment.

The present argument only goes to show that the study of Latin ought not to be forced by either school or college on all boys and girls in secondary schools who are going to college, or later on all candidates for the degree of Bachelor of Arts. The argument of course assumes that a knowledge of the Latin language is not in- dispensable for the study of either ancient or modern civilization, or of the great literatures of the world, or of the best ethical systems and religions, or of any of the supreme concerns of mankind.

The highest human interests are concerned with religion, govern-

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ment, and the means of earning a livelihood and promoting the welfare of a family. Now, the religion of Greece and Rome is certainly not as well worth the attention of an American boy to-day as the Jewish-Christian religion, for knowledge of which acquaint- ance with the Latin language is unnecessary. Moreover, just as a knowledge of the Jewish-Christian religion does not require a knowl- edge of Hebrew and Greek, so a knowledge of the religion of ancient Rome, whatever importance may be claimed for it, does not depend on a knowledge of Latin.

As to government, it is true that Athens set up a democratic government with a very peculiar definition of the demos; but the number of free citizens was small relatively to the total number of the population, many of whom were slaves and many aliens without power to vote; and it was a government which when it went to war killed or enslaved its prisoners, and planted its colonies by force. The Athenian democratic state was of short duration, and did not set a good example to any later republic; and the study of it is of little real use to a voter or officer in any modern free state. In government, the Roman state was a very impressive example of the results of the ruthless use of military power in conquest, and of the unification through wise laws and skilful administration of an empire containing many races whose religions, languages, and modes of life were diverse; but a far better example of the organization of such an empire is to be found in the British Empire, — better be- cause vaster, more complex in every respect, and far less cruel and brutal than the Roman. For any student of governmental organi- zation the British Empire is a better subject of study than the Roman Empire; because its principles and methods have been much more humane than those of Rome, its risks severer, its field the world instead of the near East and the countries bordering on the Medi- terranean and a small part of the eastern Atlantic, its success more striking, and its durability unquestionably greater. If an American student of law is obliged to choose between a study of the Roman law and a study of the English and American law — a competent student can study both — he had far better devote his time to the English and American law than to the Roman. And, besides, even if undergraduate students desire or are expected to study Roman politics, law, and government, they no longer need to know Latin in order to do so. Whatever the value of the study of Greek

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and Roman institutions — a knowledge of the Greek and Latin languages is no longer a necessary preliminary to the study.

As to the means of earning a livelihood for a family, no one will now think of maintaining that a knowledge of Latin would be to-day of direct advantage to an American artisan, farmer, operative, or clerk, inasmuch as the means of earning a livelihood in any part of the United States have been wholly changed since Latin became a dead language. ,

The doctrine that a knowledge of Latin is indispensable to real acquaintance with the great literatures of the world is difficult — indeed impossible — to maintain before American boys and girls whose native language is that of Shakespeare and Milton, of Frank- lin and Lincoln, of Gibbon and Macaulay, of Scott, Burns, and Tennyson, and of Emerson and Lowell. English literature is in- comparably richer, more various, and ampler in respect to both form and substance than the literature of either Greece or Rome. One of the most interesting and influential forms of English litera- ture, namely, fiction as developed in the historical romance, the novel, and the short story, has no existence in Greek and Roman literature; and the types of both poetry and oratory in English are both more varied and more beautiful than those of Greece and Rome. For at least a hundred years past an important part of the real interest in the Greek and Roman literatures for advanced students has been the interest of studying originators and pioneers in literature, — a worthy but not an indispensable study for modern youth. The social and individual problems of life were simpler in the ancient world than in the modern, and they were often solved by giving play to the elemental passions of human nature; so that the study of them affords but imperfect guidance to wise action amid the wider and more complex conditions of the modern world. When, as in this great war, modern peoples see great national gov- ernments revert to the barbarous customs and passions which were common in the ancient world, they indignantly resolve that this reversion cannot and shall not last. The languages and litera- tures of Greece and Rome will always remain attractive fields for students whose tastes and natural capacities are chiefly literary, and especially for men of letters, authors, and professional students of language; but it is certain that they are soon to cease to make a prescribed part of general secondary and higher education. There

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are too many histories, too many new sciences with applications of great importance, and too many new literatures of high merit which have a variety of modern uses, to permit anyone, not bound to the classics by affectionate associations and educational tradition, to believe that Latin can maintain the place it has held for centuries in the youthful training of educated men, a place which it acquired when it was the common speech of scholars and has held for cen- turies without any such good reason. For this loss of status by Latin, genuine classical scholars will naturally console themselves with the reflection that it has never been possible to give an un- willing boy any real acquaintance with the Latin language or any love of Latin literature by compelling him to take three "units" of Latin at school and a course or two of Latin in college.

Benjamin Franklin in his observations concerning the intentions of the founders of the Philadelphia Academy (1789) describes the origin of the Latin and Greek schools in Europe as follows: —

"That until between three and four hundred years past there were no books in any other language; all the knowledge then con- tained in books, viz., the theology, the jurisprudence, the physic, the art military, the politics, the mathematics and mechanics, the natural and moral philosophy, the logic and rhetoric, the chemistry, the pharmacy, the architecture, and every other branch of science, being in those languages it was, of course, necessary to learn them as the gates through which men must pass to get at that knowledge."

He points out that the books then existing were manuscript, and very dear; and that "so few were the learned readers sixty years after the invention of printing that it appears by letters still extant between the printers in 1499 that they could not throughout Europe find purchasers for more than three hundred copies of any ancient authors." Franklin further says that when printing began to make books cheap, "Gradually several branches of science began to appear in the common languages; and at this day the whole body of science, consisting not only of translations from all the valuable ancients, but of all the new modern discoveries, is to be met with in those languages, so that learning the ancient lan- guages for the purpose of acquiring knowledge is become absolutely unnecessary."

It is a fanciful idea that to understand Greek and Roman civiliza- tion and to appreciate the historians, philosophers, orators, military

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heroes, and patriots of Greece and Rome, one must be able to read Greek and Latin. The substance of Greek and Roman thought and experience can be got at in translations. It is only the delicacies and refinements of style and of poetical expression which are, as a rule, lost in translations. Let the future poets, preachers, artists in words, and men of letters generally give a large part of their time hi school and college, if they will, to Greek, and Lathi; but do not compel boys and girls who have no such gift or in- tention to learn a modicum of Lathi.

In the present state of the surviving prescription of Lathi in secondary schools and colleges, there is another objection to it which has much force. If a college requires, say, three units of Latin for admission but no Lathi in college, it inflicts on boys in preparatory schools three years of study of Lathi which in many instances will lead to nothing during the education they receive between eighteen and twenty-two or thereabouts. At this moment, for most pupils hi preparatory schools, who under compulsion give one-fifth of their school tune to the study of Lathi for three or four years, the classical road leads to a dead-end, when they have once passed their admission examination in Lathi.

Such dead-ends, no matter what the subject, are always deplora- ble hi what should be a progressive course hi education. Even if the college hi which the student seeks the degree of Bachelor of Arts prescribes some further study of Latin, the amount of that prescription is always small ; so that the student who abandons Lathi when that prescription has been fulfilled has not made a really thorough acquaintance with Latin, and has therefore wasted the greater part of the tune he has devoted to it. In other words, the present prescription hi school and college is against the interest of the greater part of the pupils and students who submit to the pre- scription. Only those who would have chosen Latin without pre- scription escape injury from it.

An exhibition, in respect to continuity in the study of Lathi which some persons might regard as favorable is made by Yale and some of the smaller colleges.* At the Johns Hopkins, for example,

*In the appendix, pages xviii-xxi, the reader will find the official tables upon which the statements in this and the following paragraphs are based. Sev- eral of the institutions from which inquiry was made were unable to furnish the information in the form needed.

17

during the five-year period, 1911-1915, 255 students offered Latin for entrance and 104 (41 per cent.) freely elected it in the fresh- man year. At Bowdoin, 1912-1916, of 417 students who offered Latin for entrance, 326 (78 per cent.) elected it in the freshman year. At Yale, of the 1,969 students offering Latin for entrance, 1,466 (74 per cent.) continued it during the freshman year. The large percentages at Bowdoin and Yale are, however, probably accounted for by the fact that unless Latin is chosen in the fresh- man year mathematics must be chosen, or, in other words by a close restriction on election. On the other hand it is probably true that the Latin tradition at Bowdoin and Yale is stronger than in many other colleges; so that even if this restriction on election were removed the percentage choosing Latin would still be unusually high.

Most other institutions requiring Latin for entrance, but allow- ing a choice at college, show a result less favorable to Latin. At Harvard College, for example, 2,793 students were compelled to offer Latin for entrance in the five-year period, 191 2- 1916; of this number, 450 (16 per cent.) elected Latin in the freshman year. At Wellesley College during the same period 2,096 students offered Lathi for entrance and 434 (21 per cent.) elected it in the freshman year. At Colorado College, within the same period, 1,031 students were required to offer Latin for entrance, while 227 (22 per cent.) studied it during the freshman year at college.

Still more unfavorable to Latin is the experience of the far more numerous institutions which make Latin elective both for entrance and subsequently. Despite the fact that Latin is ejec- tive for entrance most students for obvious reasons offer Latin for admission; a relatively small percentage keep it up. Thus, at Cornell University, of 1,622 students who entered during the past five years, 1,475 (91 Per cejit.) offered Latin for entrance; only 312 (21 per cent, of those who offered Latin for entrance or 19 per cent, of the total number of matriculates) continued it during the freshman year. At Swarthmore, during the four-year period, 1912-1915, of 539 students who entered, 509 (94 per cent.) offered Latin for entrance. Only 92 (18 per cent, of those who offered Latin for entrance or 17 per cent, of the total number of matriculates) continued Latin during the freshman year. The two state universities, Illinois and Minnesota, show a similar condition

i8

for the five-year period, 1912-1916. At the University of Illinois, 5,966 students entered the freshman class, of whom 4,542 (76 per cent.) offered Latin for entrance. Of this latter group only 185 (4 per cent, of those who offered Latin for entrance or 3 per cent, of the total number of matriculates) continued Latin during the freshman year. At the University of Minnesota 3,644 students entered the freshman class, of whom 1,743 (48 per cent.) offered Latin for en- trance. In their freshman year only 259 of these elected Latin (15 per cent, of those who offered Latin for entrance or 7 per cent, of the total number of matriculates). The one exception to this general trend is the University of North Carolina, where, of 1,280 freshman matriculates, 1,134 (89 per cent.) offered Latin for entrance, of whom 832 (73 per cent, of those who offered Latin for entrance or 65 per cent, of the total number of matriculates) elected Latin in the freshman year. But even there the tide is running against Latin, for the percentage of matriculates electing Lathi has de- creased from 74 per cent, hi 1912 to 48 per cent, in 1916.

A special inquiry made of all the institutions included in these tables disclosed the fact that in most of them few students who do not take Latin hi the freshman year take it in the sophomore, junior, or senior years.

A very instructive experience is that of the University of Chicago where the degree of A.B. is conferred upon students who have pursued the study of both Lathi and Greek, and the degrees of Ph.B. and S.B. are conferred upon students who are not required to take either Latin or Greek. In the year 1902, 112 (39 per cent.) out of a total number of 286 who were graduated, received the degree of A.B., that is they elected the required amount of Latin and Greek. This proportion has steadily decreased until in June, 1916, out of 522 bachelor degrees conferred, only 24 (4.6 per cent.) represented the A.B. degree as against 498 (95.4 per cent.) repre- senting degrees which required no Latin or Greek, though, of course, many of these students have taken some Latin.

It is often asserted that the study of Latin gives a boy or girl a mental discipline not otherwise to be obtained, a discipline pe- culiarly useful to those who have no taste or gift for the study. As a matter of fact, it has doubtless often happened that pupils in secondary schools got through Latin the best training they ac- tually received; because their teachers of Latin were the best teachers

19

in their schools, the best equipped and the most scholarly. The classical schools have been the best schools, and the classical teachers the best teachers. Gradually, within the past forty years, teachers of modern languages, English, the sciences, and history have been trained in the colleges and universities, who are as schol- arly and skilful in their respective fields as any classical teachers. They can teach boys and girls to observe, to think, and to re- member in the new subjects quite as well as the teachers of Greek and Latin can in those traditional subjects. At least, they think they can; and many parents and educational administrators think that the new subjects and teachers ought to have a free opportunity to prove this contention. That is all the proposal to abolish the requirement of Latin for the degree of Bachelor of Arts really means.

Accompanying the production of well-equipped teachers of the new subjects, has come a better understanding of the way to get intense application, concentrated attention, and the hardest kind of mental work out of children, and indeed out of adults too. People generally recognize now-a-days that children, like adults, can do their best and hardest work only in subjects or for objects which keenly interest them. Hence uniform prescriptions for all pupils at school are seen to be inexpedient, except in learning to use the elementary tools of learning; and even there much accommodation to individual peculiarities is desirable. Everybody agrees that power to apply oneself, and to work hard mentally is the main object of education; but nearly everybody also has come to know that inspiration or stimulation of interest in any mental work will produce this power to work hard more quickly and more thoroughly than any driving process, no matter what the means of compulsion — rattan, ruler, staying after school, holding up to ridicule, depriva- tion of play or holiday, or copying pages of French or Latin.

Encouragement concerning the changes to come may be drawn from the changes already achieved. Two generations ago the requirements for admission to Harvard College were Latin, Greek, elementary mathematics, and the barest elements of ancient geography and history; and to those requirements the courses hi good secondary schools were accommodated, for the require- ments of other American colleges differed from those of Harvard College only in measure' or degree and not in substance. To-day the subjects accepted for admission to the freshman class of Har-

2O

vard College embrace English, elementary Greek, Latin, German, French or Spanish, advanced German, advanced French, ancient history, mediaeval and modern history, English history, Ameri- can history and civil government, elementary algebra and plane geometry, physics, chemistry, geography, botany and zoology, advanced Greek, advanced Latin, advanced history, advanced algebra, solid geometry, logarithms and trigonometry, freehand drawing, and mechanical drawing. From this long list of sub- jects the candidate for admission has a wide range of choice, al- though certain groupings are prescribed. Nevertheless Harvard College still requires of every candidate for the A.B. degree that he shall have studied elementary Latin three years in his secondary school four or five hours a week — a condition of admission which thirty-eight considerable American universities, including Columbia University, no longer prescribe. All the other leading American universities have adopted to a greater or less extent the new sub- jects for admission which Harvard has adopted, and only five out of the seventy-six leading American universities and colleges retain conditions of admission at all resembling those of Harvard College in the year 1850.

No one can reasonably maintain that the American educated generation to-day is less well equipped for its life work than the generation which graduated from the American colleges in 1850. On the contrary, all the old professions maintain a much higher standard for admission and in practice than they maintained in 1850, and a large group of new professions have been added to the old. Moreover, business, including farming, manufacturing, trading, and distributing, has become to a much greater extent than formerly an intellectual calling, demanding good powers of observation, concentration, and judgment. There was a time when the chief part of the work of universities was training scholarly young men for the service of the Church, the Bar, and the State, and all such young men needed, or were believed to need, an inti- mate knowledge of Greek and Latin; but now, and for more than a hundred years, universities are called on to train young men for public service in new democracies, for a new medical profession, and for finance, journalism, transportation, manufacturing, the new architecture, the building of vessels and railroads, and the direction of the great public works which improve agriculture, conserve the

21

national resources, provide pure water supplies, and distribute light, heat, and mechanical power. The practitioners of these new pro- fessions can profit in many directions by so many other studies hi youth, that they ought not all indiscriminately to be obliged to study Latin.

The new education since the Civil War has met the rising demand of the times in some measure; but the newer education must go forward more rapidly on the same lines. The rising generations will not prove inferior to the older. With better and more varied training their educated leaders will rise to ever higher levels of bodily vigor, mental capacity, and moral character.

APPENDIX*

Table I. Latin and Greek Requirements of Seventy-six Colleges and Universities.

Table II. Showing Number and Percentage of Students Electing Latin in the Freshman Year in Institutions Requiring Latin for Entrance (A. B. Degree).

Table III. Showing Number and Percentage of Students Offering Latin for Entrance and Electing Latin in the Freshman Year in Institutions Requiring no Latin for Entrance or in College.

"These tables were prepared by Miss Beatrice J. Cohen of the office of the General Education Board.

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	a i ;	For admission to S. B. course 4 years of Latin are accepted in place of a modern language. In that case Latin is taken 4 hours in freshman year and followed by 5 hours French or German in sophomore year.		'Applicants who present only three units of Latin must take a preparatory course of three additional hours in Latin, for one year, if they elect Latin instead of Greek at college, which counts towards graduation. **2 years. 6 hours, of modern lan- guage are also required, but a years of Greek may be substituted.	*If a student continues a language at college in which he presented only 3 units at entrance he will be required to take another year at college in order to meet the requirement of 4 years of one foreign language. "The degree of S.B. is granted in Chemistry, Education and Agriculture.	This is the minimum foreign lan- guage requirement. More is required unless a substantial equivalent in mathe- matics and laboratory science is offered. The A. B. course is made a little more difficult for those who do not offer about four years of credit in high school Latin or in Latin and Greek combined. They are required to do more work in mathe- matics and science.
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z	The University year is divided into quarters, the summer quarter beginning about June 15 and ending September i. Since this penod is not counted a part of the college year at most colleges and uni- versities it has been omitted here and the balance of the year has been con- sidered divided into thirds, since all courses at the University are arranged on this quarter basis. "The requirements for the degree of Ph.B. as far as language is concerned are the same as for the S.B.	*4 units of Latin are preferred, a units advised. The degree of S.B. conferred in En- gineering and Pharmacy.	*Both French and German may be substituted for 7 hours of Greek, in which case 6 hours of German and 6 hours of French are required. This also satisfies the language requirement of the 3rd and 4th years. "If Latin is taken at college, 3 units must be offered for admission.	'During which years to be taken not specified. "If 3 or more units of foreign language are offered for entrance only i year, 4 hours, is required at college.	'Under a recently enacted state statute all graduates of four-year high schools which have been accredited by the State Board of Education are ad- mitted without examination and with- out specific credits. The State Board is now accrediting high schools main- taining curricula which include no foreign language studies whatever. It will therefore be possible hereafter for graduates of such high schools to enter this institution although they have had no language other than three years of English.
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NOTES	"If more than 4 units a for entrance only 6 hours of required at college. The degree of S.B. is Chemical Engineering, Chemistry, Civil Engineeri Engineering, Home Econ culture and allied branches	•Students entering fron accredited schools on the North Central Associatic fulfil this, or any, specific so_long as they present i units, of which not more tl of the vocational group. The S.B. degree is alsi Chemistry, Forestry and J		'Students may enter wi in which case they are req three years of Greek at co a total of ii hours. In total number of years of G would be only 3.
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Table III * — Showing Number and Percentage of Students Offering Latin for Entrance and Electing Latin in the Freshman Year in Cer- tain Institutions Requiring no Latin for Entrance or in College.

		w 2 H	OFFERING LATIN FOR	ELECTING LATIN FRESHMAN
			ENTRANCE	YEAR
NAME OF COLLEGE OR UNIVERSITY	YEAR	ill			ft	PER CENT.	PERCENT.
		US	NUMBER	PER CENT.	|	OF THOSE GOFFERING	OF TOTAL MATRI-
		ft ° *			§	LATIN	CULATES
Beloit College	1912-13	137	97	71	14	14	IO
	1913-14	137	IOO	73	19	19	14
	I9H-I5	140	101	72	16	16	II
	I9I5-I6	161	126	78	13	10	8
	I9IO-I7	142	94	66	12	13	8
Cornell University	1912-13	304	274	90	62	23	20
	1913-14	291	264	9i	57	22	20
	I9I4-IS	322	294	9i	69	23	21
	I9I5-I6	356	328	92	66	2O	19
	I9I6-I7	349	315	90	58	18	17
Franklin College	1912-13	75	69	92	9	13	12
	I9I3-H	60	57	95	9	16	IS
	I9H-I5	73	68	93	7	10	IO
	I9I5-I6	98	9i	93	13	14	13
	I9I6-I7	104	89	86	12	13	12
Goucher College	1912-13	105	105	IOO	27	26	26
	1913-14	122	122	IOO	23	19	19
	1914-15	121	121	IOO	17	14	14
	I9I5-I61	191	182	95	33	18	17
	I9I6-I7	219	2IO	96	25'	ii	II
Pomona College	1912-13	152	137	90	10	7	7
	1913-14	195	167	86	17	10	9
	I9H-I5	204	173	85	16	9	8
	I9I5-l6	226	185	82	23	12	10
	I9I6-I7	194	145	75	8	6	4
Reed College	1912-13	73	61	84	18	30	25
	I9I3-H	75	70	93	9	13	12
	I9H-I5	86	72	84	ii	15	13
	I9I5-I6	99	92	93	14	15	15
	I9I6-I7	IOO	92	92	16	17	16

1 Latin was required for entrance until the year 1915-1916.

2 Includes one student who did not offer Latin for entrance.

"This table does not include all the colleges mentioned on page 4, as many were unable to supply the figures in time for this publication, or in the form required.

, TABLE HI — Continued

		M 2 » w 3 w	OFFERING LATIN FOR	ELECTING LATIN FRESHMAN
			ENTRANCE	YEAR
'NAME OF COLLEGE OR • UNIVERSITY	YEAR	£ !2 o jjEsj	NUMBER	PERCENT.	|	PER CENT. OF THOSE OFFERING	PERCENT. OF TOTAL MATRI-
		H°a			*	LATIN	CULATES
Ripon College	1912-13	68	22	32	7	32	IO
	1913-14	59	23	39	6	26	10
	1914-15	74	24	32	14	58	19
	I9I5-I6	1 02	34	33	17	50	17
	I9I6-I7	"5	29	25	25	86	22
Swarthmore	1912-13	1 20	116	97	26	22	22
College	1913-14	134	1 20	90	25	21	19
	I9H-I5	128	121	95	26	21	2O
	I9I5-I6	157	152	97	IS	10	IO
	I9I6-I7	117			IS		13
University of	1912-13	1,002	721	72	35	5	3
Illinois	1913 — ^4	1.034	838	81	33	4	3
	19^4—15	I.I53	I,OIO	88	29	3	3
	1915-16	1.384	930	67	40	4	3
	1916-17	L393	1,043	75	48	5	3
University of	1912-13	261			8		3
Maine	IQI ^"""14	322	242	75	6	2	2
	IOI4-"" 'i c	352	255	72	14	5	4
	1915-16	406	280	69	8	3	2
	1916-17	389	235	60	16	7	4
University of	1912-13	688	573	83	96	17	14
Michigan	1913-14	836	641	77	84	13	IO
	1914-15	85i	682	80	93	14	ii
	1915-16	912	73i	80	78	ii	9
	1916-17	974	' 755	78	96	13	10
University of	1912-13	544	303	56	65	21	12
Minnesota	1913-14	512	284	55	6I1	20	12
	1914-15	707	376	53	54	14	8
	1915-16	884	346	39	26	8	3
	1916-17	997	434	44	53	12	5
University of North Carolina	1912-13	222 240	204 222	92 93	164 178	80 80	74 74
	1914-15	248	217	88	169	78	68
	1915-16	271	233	86	177	76	65
	1916-17	299	258	86	144	56	48

'Includes five students who did not offer Latin for entrance.

TABLE III — Continued

		S3W	OFFERING LATIN FOR	ELECTING LATIN FRESHMAN
		ill	ENTRANCE	YEAR
NAME OF COLLEGE OR UNIVERSITY	YEAR	ill			M •	PER CENT.	PERCENT.
		izi	NUMBER	PER CENT.		OF THOSE	OF TOTAL
		2oa			g	OFFERING	MATRI-
		H u "			*	LATIN	CULATES
Washington and	1912-13	82	79	96	26	33	32
Lee University	1913-14	119	no	92	31	28	26
	I9H-IS	124	U5	93	21	18	17
	I9I5-I6	122	112	92	22	20	18
	I9IO-I7	107	95	89	16	17	15
Western Reserve	1912-13	189	472 |*7i	'9i '38	23	Ii3 '32	12
University3	I9I3-H	1 68	161 I 77	96 46	23	H 30	14
(Adelbert College	I9I4-IS	155	136 | 64	88 41	35	26 55	23
only)	I9I5-I6	153	136! 85	89 56	28	21 33	18
	I9I6-I7	157	137 ! 67	87 43	3i	23 46	20

1 Total number of students offering either i, 2, 3, or 4 years of Latin. '.Students offering 4 years of Latin.

* While students may enter without Latin or less than 4 units, only those entering with 4 units may elect Latin at college.

LB 2365

Eliot, Charles William

Latin and the A.B. degree

PLEASE DO NOT REMOVE CARDS OR SLIPS FROM THIS POCKET

UNIVERSITY OF TORONTO LIBRARY